action plan for environmental education by using the...

DEPARTMENT OF ENVIRONMENT THE ISLAMIC REPUBLIC OF IRAN

JAPAN INTERNATIONAL COOPERATION AGENCY

ANZALI WETLAND

ECOLOGICAL MANAGEMENT PROJECT

IN THE ISLAMIC REPUBLIC OF IRAN

ACTION PLAN

FOR ENVIRONMENTAL EDUCATION

BY USING THE ANZALI WETLAND

ENVIRONMENTAL EDUCATION CENTER

July 2012

DOE Project Team – DOE

JICA Expert Team – JICA

Action Plan

for Environmental Education

by Using the Anzali Wetland Environmental

Education Center

DOE Project Team: Department of Environment (DOE),

Gilan Province Environmental Protection Administration (DOE Gilan)

JICA Expert Team: Japan International Cooperation Agency (JICA)

Anzali Wetland Ecological Management Project in the

Islamic Republic of Iran

Approved version (July 2012)

Action Plan for Environmental Education By Using The Anzali Wetland Environmental Education Center

i

Table of Contents

for

Action Plan for Environmental Education

by Using the Anzali Wetland Environmental Education Center

Chapter 1 Introduction ................................................................................................................ 1

1.1 History of Anzali Wetland Environmental Education Center .......................................... 1 1.2 The goals of the Action Plan .......................................................................................... 1 1.3 Flow Chart of Operation Plan Process ........................................................................... 1 1.4 Target group for environmental education ...................................................................... 2 1.5 How to use the action plan ............................................................................................. 2

Chapter 2 Definition and Implementation Principles of the Environmental Education ............... 3 2.1 Definition of Environmental Education ........................................................................... 3 2.2 Environmental Education in the Anzali Wetland ............................................................. 3 2.3 Environmental Education by Utilizing the Center ........................................................... 3

Chapter 3 Environmental Education Programs by Utilizing the Center ...................................... 4 3.1 Classification of Target Groups for EE Programs ........................................................... 4 3.2 Outline of EE Programs .................................................................................................. 4

Chapter 4 Environmental Education Materials ......................................................................... 8 4.1 Environmental Education Materials ................................................................................ 8 4.2 Video Materials ............................................................................................................... 8 4.3 Booklet............................................................................................................................ 9 4.4 Game Materials .............................................................................................................. 10

Chapter 5 Instructor’s Training .................................................................................................... 11 5.1 Introduction ..................................................................................................................... 11 5.2 Required Competence of the Instructor ......................................................................... 11 5.3 Training Program ............................................................................................................ 11

(1) Basic training .................................................................................................................... 11 (2) Program-specific training .................................................................................................. 11

5.4 Trainer of the Instructors ................................................................................................ 12 Chapter 6 Maintenance and Replacement Plan for the Facilities ................................................ 13 Chapter 7 Guidelines on the Environmental Education by Using the Anzali Wetland Education Center

................................................................................................................................... 14 7.1 Definition of Guidelines .................................................................................................. 14 7.2 Guidelines ...................................................................................................................... 14 7.3 Implementation of Guidelines ......................................................................................... 15

Chapter 8 Implementation Plan .................................................................................................. 16 8.1 Overall implementation schedule ................................................................................... 16 8.2 Roles and Responsibilities of Relevant Organizations .................................................. 16 8.3 Implementation Arrangement of the Programs .............................................................. 17

(1) Part of the curriculum in School and University ............................................................... 17 (2) Voluntary participation program ........................................................................................ 17

8.4 Requirements ................................................................................................................. 17 (1) Institutional requirements ................................................................................................. 17 (2) Facility and equipment additionally and newly required ................................................... 17 (3) List of necessary annual cost during the period of the action plan .................................. 17


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Attachments:

Attachment 1 Previous Activities of the Environmental Education

List of Tables

Table 4.1 Summary Table of the EE Programs ........................................................................... 7

Table 5.1 Subjects of the Basic Training for the Instructors ........................................................ 11

Table 5.2 Example of Subjects for the Program-specific Training .............................................. 12

Table 6.1 List of Necessary Equipments ..................................................................................... 13

Table 8.1 Classification of the Programs based on Difficulty for the Implementation ................. 16

List of Figures

Figure 1.1 Flow Chart of Preparation for the Action Plan with Program Preparation ................. 2

Figure 8.1 Implementation Time Schedule by Category of the Program .................................... 16


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Chapter 1 Introduction

1.1 History of Anzali Wetland Environmental Education Center

Japan International Cooperation Agency (JICA) has started Environmental Education study and

cooperation since 2003 under “The Study on Integrated Management for Ecosystem Conservation of

the Anzali Wetland”. The Anzali Wetland Environmental Education Center, which is located adjacent

to the Selkeh Wildlife Refuge in the central southern area of the Anzali wetland, has been used for

pilot activities of environmental education.

The center is the first wetland education center in Iran even small-scale facilities. However, only a few

irregular activities of environmental education have been conducted in the center utilizing the existing

facilities and materials since starting its operation in October 2004.

The center is composed of various facilities; a one-storey building with one class room, a separate

structure for restroom, a bird watching tower 6-m in height in the same site of the DOE guard station

adjacent to the Selkeh Wildlife Refuge, a jetty between the building site and the refuge, a 50-m long

wooden trail heading to the water area inside the refuge, and a bird hide at the end of the wooden trail

in the refuge.

It has been decided to start environmental education activities in 2011 in Anzali Wetland Ecological

Management Project and to end by 2012.

1.2 The goals of the Action Plan

Environmental Education action plan aims to make basic common understanding among relevant

organizations that have roles and responsibilities in implementation of the environmental education

activities by utilizing the Anzali Wetland Environmental Education Center.

This Action Plan includes below mentioned final goals:

Through implementation of experiential environmental education activities based on the action plan,

participants of the environmental education programs are anticipated

1. To be aware of

2. To take action for

3. To voluntarily participate in

not only the Anzali wetland conservation activities (in specific), but also various fields of

environmental conservation activities (in general).

1.3 Flow Chart of Action Plan Process

In order to provide a deep understanding of the Action Plan, a flow chart is presented below.


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Figure 1.1 Flow Chart of Preparation for the Action Plan with Program Preparation

1.4 Target Groups for Environmental Education

Environmental education in the Anzali Wetland targets mainly local residents, including students.

It aims at fostering people to recognize the value and importance of the Anzali Wetland and act for

conservation or sustainable use of the wetland.

1.5 How to Use the Action Plan

Organizations and/or individuals, who are supposed to implement the Action Plan from their

standpoints and roles, are expected to read through and get common understanding on the whole

contents of the Action Plan. Though the Action Plan should be utilized among the respective bodies as

basis for implementation of the environmental education in the Anzali Wetland Environmental

Education Center, the Action Plan should also be revised and/or expanded, from time to time, by

discussion among the respective bodies for further activities for both up to target year and after the

target year.


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Chapter 2 Definition and Implementation Principles of the Environmental Education by Utilizing the Center

2.1 Definition of the Environmental Education

Environmental education (EE) is a process in which people gain awareness of their environment and

acquire knowledge, skills, values, experiences, and also the determination, which will enable them to

act individually and collectively to solve present and future environmental problems.

In recent years, EE is also anticipated to work in corporation with the framework of “education for

sustainable development” adopted in UNESCO.

The basic elements of environmental education include:

1) To become aware of the relationship between human beings and the nature, and their impact on the

environment.

2) To make tendency to participate and attempt in order to conserve the environment

3) To learn some skills about problem solving, participation in environmental activities, and to

recommend some solution concerning environmental problem solving

4) Development of knowledge, sight, and skills regarding the issues related to the environment.

It is important to provide EE programs that match comprehension level of the participants.

2.2 Environmental Education in Anzali Wetland

By environmental education in Anzali wetland we mean such education which includes local residents,

specially students.

The goal is to educate participants about the importance and values of Anzali wetland, and to conserve

the wetland and to promote the sustainable use based on some principles, which have mentioned

before.

2.3 Environmental Education by Utilizing the Center

All the EE programs to be provided at the Anzali Wetland Environmental Education Center will

include experiences of nature in the wetland. The EE programs should be planned to let participants

find out wonders and interests for the ecosystem or life of the wetland and learn something more. The

knowledge that participants have acquired experientially will remain in their mind and encourage them

to act for conservation and sustainable use of the wetland.


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Chapter 3 Environmental Education Programs by Utilizing the

Center

3.1 Classification of Target Groups for Environmental Education

Target participants for the Environmental Education programs will range from kindergarten

children to adults. The Environmental Education programs should be prepared for all ages.

School children are classified as lower grades of the elementary school, higher grades of the

elementary school, junior high school, and high school. University students will be included in

the adult age group. The Environmental Education programs for the students should be prepared

to be conducted in both school curriculum and voluntary participation in holiday camps

3.2 Outline of Environmental Education Programs

Environmental Education programs with specific themes such as wetland ecology, individual

species of organism, and relationship between human and wetland, should be practiced in the

Environmental Education Center of the Anzali Wetland.

The goal of environmental education is making awareness and understanding about the ecology

of the wetland, to show the values of the wetland and to provide some skills and conduct some

activities in order to conserve the wetland effectively.

In chapter 3, there are different types of environmental education programs. Each program

includes 3 steps consisted of objectives, execution, and review.

Explanation of the objective: Education programs are conducted after determining the

objectives of environmental education plans as general and behavioral objectives.

Execution: By using the educational method and prepared educational materials, the program

will be executed.

Review: Achieved results and outputs of education and the predetermined goals will be evaluated

and revised if necessary. The reviews include not only the instructor’s performance, but also the

execution method, contents, materials and trainees.

The following 7 Environmental Education programs are proposed to be implemented under the

Action Plan. Outlines of each Environmental Education program are shown below.

(Further programs will be prepared by examining the Environmental Education programs

proposed by DOE and NGOs.)


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EE Program: No.1

Title Environmental Puzzle Entertainment Category / Season birds / all seasons Target Group students of 3rd and 4th grade in elementary school Level beginner Time required 1 hour No. of participants 5 - 20 General Objectives To know the birds and problems in the wetland

Behavioral Objectives (expected after executing the program)

To familiarize with birds. To know the characteristics of the body and the point of identification. To understand pollution sources in the wetland. To understand the ways of wetland conservation. To recognize one of the best ways for utilizing the wetland.

Program outline Choose correct body parts of the birds (such as ducks, herons and snipes) from those of other kinds of birds. After completing the puzzle, observe the birds and confirm it.

EE Program: No.2

Title Birds in the Anzali Wetland Category / Season birds / all seasons Target elementary school students Level Beginner-Intermediate Time required 1 hour No. of participants 10 - 40 General Objectives To know the birds and problems in the wetland


To know how to observe 10 birds and a way of identification. To understand diversity of the birds. To memorize names, food and habitats of birds. To realize the importance of the wetland as a bird habitat. To visit the wetland every season.

Program outline

(1)Lecture about the birds which are seen in the Anzali Wetland and issues of the wetland by using booklet ”Let’s know the Anzali Wetland”

(2)After lecture, the students visit the wetland to find and see several kinds of birds by using binocular and telescope.

(3) The students go back to the center and talk about birds which they saw in the wetland.

(4) Ask the students to write a story after seeing the continuous pictures about cleaning the wetland on the booklet.

(5) Ask the students to find problems in the wetland according to the pictures in the booklet.

(6) The students review the birds and problems in the wetland through playing the game materials (card game and board game)


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EE Program: No.3 Title Observations on (Aquatic) Plants in the Wetland Category / Season Plant / Summer Target Higher grade elementary school / junior high school student Level Intermediate Time required 90 min. No. of participants 10 - 30 General Objectives To know the Aquatic plants and problems in the wetland


To observe plants in the wetland. To know the collection of plants. To realize the difference between terrestrial plants. To know the life type of a variety of aquatic plants and their characteristics.

Program outline

After explanation about aquatic plants which are seen in the Anzali Wetland, the participants visit the wetland to see different kinds of aquatic plants with sketching and collecting. Coming back to the center, discussion is made on the relationship between forms and habitats of aquatic plants.

EE Program: No.4 Title Foods of Animals in the Wetland Category / Season Biodiversity / all seasons Target Elementary school / junior high school student Level Intermediate and High Time required 90 min. No. of participants 10 - 40 General Objectives To understand food web in the wetland


To know animals and plants in the wetland. To observe a variety of animals feeding in the wetland so as to analyze the relationship among the environment, the animal’s way of life, and the food they eat. To understand the idea of food chain. To know how to use binocular

Program outline Seek different kinds of creatures by means of a game. Observe one species and make food a chain in a group or a class.

EE Program: No.5 Title Bird Migration and Preciousness of the Wetland Category / Season Birds / winter Target Elementary school students Level Intermediate Time required 80 min. No. of participants 10 – 30 General Objectives To understand the importance of the wetland for migratory birds.


To understand “migration”. To know seasons for migration. To think some ways to help protect migratory birds and their habitats. To recognize one of the best ways for utilizing the wetland.

Program outline After explanation on migratory birds, visit the Anzali Wetland to observe birds feeding in the wetland. After the visit, simulate migration by using paper plate to learn the importance of the wetland for migratory birds.

EE Program: No.6 Title Research on Breeding of Tern in the Wetland Category / Season Birds / May – August Target Junior high school students or older Level High Time required 2 hours, once a week in the season (around 12 times in total) No. of participants 5 - 15


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General Objectives To understand the importance of the wetland for the breeding birds.


To know the life cycle of Terns by continuous observation. To know the food of Terns through observation of their breeding. To know the breeding site of Terns and its reasons. To know the material of Terns nests through observation of their breeding, To know the behavior through observation of their breeding, To experience scientific survey To think of some ways to help protect terns and their habitat.

Program outline

After explanation on breeding terns, visit the wetland to observe various things (such as food, location of nests, materials of nests, behavior, egg laying etc.) of breeding terns, and count the number of nests. After the observation, review the result of observation. At last, make a report of continuous observation.

EE Program: No.7 Title Wildlife as an Indication of Water Quality Category / Season Biodiversity / Summer Target Higher grade elementary school to high school student Level High

General Objectives To understand the relation between wildlife species and water quality, and the importance of water quality in the wetland.


To identify several aquatic organisms To assess the relative environmental quality of the wetland based on the diversity of organisms. To understand “biotic index”. To think some of day

Program outline Sketch the plankton using microscope. Observe what kind of plankton eats what other kind. Stick sketches on the paper and draw food chains. Think the relation between planktons and other creatures.

Features of the EE programs are summarized in the following table. It is noted that age of the

target with certain level of knowledge about the environmental subjects and technical level of the

instructor are different, since required competency of the instructor is not only knowledge, but

also presentation skill in practice which has to be flexible to meet the situation and demands of

the participants.

Table 4.1 Summary Table of the EE Programs

Program

Subject to be Covered Target Season Technical level of

instruction Animal Plant Biodiversity Kid Youth Adult Spr Sum Aut Win B I H

No. 1 O - - O O - O O O O O - -

No. 2 O - - O - - O O O O O O -

No. 3 - O - O O - - O - - - O -

No. 4 - - O O - - O O O O - O -

No. 5 O - - O O - - - - O - O -

No. 6 O - - - O O O O - - - - O

No. 7 - - O - O - - O - - - - ONote: Seasons- Spr: Spring, Sum: Summer, Aut: Autumn, Win: Winter

Level- B: Beginner, I: Intermediate, H: Higher


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Chapter 4 Environmental Education Materials

4.1 Environmental Education Materials

Environmental Education materials aim to introduce specific themes on various subjects related

to the Anzali wetland to be utilized in the Environmental Education programs in the Anzali

wetland Environmental Education Center.

4.2 Video Materials

Video materials are very effective tools to introduce the Anzali Wetland. Usually it is difficult for

people to see various wildlife, plants, and seasonal sceneries. Video materials can easily introduce

specific themes on various subjects related to the Anzali wetland.

Outline of the video programs (Life in Anzali Wetland) prepared by the JICA Anzali Wetland

Ecological Management Project are shown below. These video programs should be used

effectively to promote the Environmental Education.

Audio-Visual Program (Life in Anzali Wetland) 1

1) Title Over the Anzali Wetland 2) Concept To introduce overall structure of the Anzali wetland from the air by

helicopter or light airplane 3) Outline The complicated situation of the Anzali wetland shall be shown. It will be

rather general, but the characteristics of the Anzali wetland such as the combination of reed beds and open water, over growth of Azolla, the adjacent Anzali city, pastures and agricultural lands shall be shown.

4) Time of program

10 minutes


1) Title Birds Life in Anzali Wetland2) Concept To introduce the life and characteristics of the birds 3) Outline Waterfowls and their behavior in and around the Anzali wetland

shall be introduced. Breeding terns, appearance of nests, chicks and eggs shall be filmed

with explanation of their life cycle. Threatened species shall be introduced. The ecology of international bird migration shall be introduced. (by

illustrations, computer graphics, or animations) 4) Time of program

10 minutes


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Audio-Visual Program (Life in Anzali Wetland)3

1) Title Aquatic Life in Anzali Wetland2) Concept To introduce the variety and behavior of aquatic plants and creatures in

the Anzali wetland 3) Outline The underwater world such as feeding and spawning should be

filmed. An aquarium can be used to introduce the name of aquatic

creatures. Microscope shall be used for plankton as well.

4) Time of program

10 minutes


1) Title Human Activities in Anzali Wetland2) Concept To introduce the benefits of the Anzali Wetland for local economy 3) Outline Fishing, hunting, and tourism activities shall be introduced. Scenes of

fishing, hunting and tourism, interview to the people on traditional activities, market, DOE’s comments on current issues, etc. shall be filmed.

4) Time of program

10 minutes

Audio-Visual Program (Life in Anzali Wetland)5

1) Title Conservation Activities in Anzali Wetland2) Concept To introduce degradation of the Anzali wetland and presumed causes,

the various conservation activities, benefits, and issues 3) Outline Present conditions (action) and impact to the Anzali wetland of each

activity shall be introduced. Interview with people related to each activity and comments of

specialists and experts shall be filmed. Activities by DOE guards such as patrol and confiscation, and bird

hospitalization shall be filmed. The comments of DOE experts regarding the benefit and issues shall

be filmed. 4) Time of program

10 minutes

4.3 Booklet

Booklet materials are very effective tools to conduct the Environmental Education programs.

Booklets should be used effectively to promote the Environmental Education.

Outlines of the booklets prepared by the Anzali Wetland Ecological Management Project are

shown below. Booklets of other themes should be prepared after the project by DOE.


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Booklet 1

1) Title Let’s know the Anzali Wetland (for Program2)2)Target group Elementary school students2) Concept To introduce birds in the Anzali Wetland3) Outline What is wetland?

Benefit of the wetland Map of the Anzali Wetland Pictorial game What is migration? 10 main birds in the Anzali Wetland Lets’ conserve the birds Messages from the Wetland

Booklet 2

1) Title Ecosystem in the Anzali Wetland (for Program4)2)Target group junior high school students3) Concept To introduce the ecosystem in the Anzali Wetland4) Outline About Anzali Wetland

Ecosystem of the Anzali Wetland Problems of the Anzali Wetland Conservation of the wetland

4.4 Game Materials

Game materials are very effective tools for children to conduct the Environmental Education

programs. Game materials should be used effectively to promote Environmental Education.

Concepts of the games prepared by the Anzali Wetland Ecological Management Project are

shown below.

Game 1

1) Title Card Game (for program 2)2)Target group Elementary school students2) Concept To study birds in the Anzali Wetland.

(The students review the birds and problems in the wetland in the booklet1 through playing the game materials)

Game 2

1) Title Board Game (Sugoroku Game) (for Program2)2)Target group Elementary school students3) Concept To study birds in the Anzali Wetland

(The students review the birds and problems in the wetland in the booklet1 through playing the game materials)


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Chapter 5 Instructor’s Training

5.1 Introduction

(1) Instructor for EE

The instructor could be not only DOE expert, but also school teachers and NGO members for

effective Environmental Education by using the center. The instructors of EE programs have the

role to instruct learners to implement EE programs mainly through experiential learning in the

Anzali Wetland Environmental Education Center. The EE aims to not only teach knowledge of the

environment, but also to facilitate persons from "to know" to "to act for solving the issues".

Instructors of EE programs are expected to help learners change their behavior which is preferable

from the viewpoint of environmental conservation.

(2) Necessity of Instructor’s training

The instructors for EE require not only environmental knowledge such as environmental issues and

ecology, but also techniques on interpretation of the nature, and planning and operation of the EE

programs. In addition to strengthening subjects and good points which is the specialty for the

instructor and her/his personality, comprehensive knowledge and skills of the instructors should be

strengthened through providing opportunities to acquire necessary basic knowledge and technique,

and evaluating each other.

5.2 Required Competence of the Instructor

Knowledge, skill, and attitude are basic factors for the instructors of the environmental education

programs.

Regarding the relationship between technical level (or feature) of the education program and

competence level of the instructor, the education program of the lower technical level often needs

more skills of the instructor than that of higher technical level.

5.3 Training Program

(1) Basic Training

Common training for all education programs is required to be held for all instructors who are

engaged in EE programs. Subjects of the basic training for the instructors are shown below.

Table 5.1 Subjects of the Basic Training for the Instructors

1. Concept of the Environmental Education

(1) What is Environmental Education? (2) Examples of the environmental education in other countries (3) Environmental Education in school

2. Roles and Required Competence of the Instructor 3. Interpretation

(1) What is Interpretation? (2) Principle of the interpretation (3) Necessary knowledge for the interpretation

Basic knowledge on nature science such as ecology, animals, plants, fungi, geology, meteorology, astronomy, and evolution, nature conservation, environmental issues, the Ramsar convention, social science, the humanities, the Anzali Wetland

(4) Understanding of the participants


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Development stage and behavioral characteristics, experiential level and needs of the participants (5) Required skills of the instructor

Communication skills, presentation skills 4. How to conduct experiential learning.

- Facilitation skills 5. Preparation of the EE programs 6. Type of materials for the EE program and how to prepare the materials 7. Planning and Implementation 8. Safety management

(2) Program-specific training

Program-specific training will be required the instructors according to type of the EE program. The

following subjects are example of the subjects for the program-specific training.

Table 5.2 Example of Subjects for the Program-specific Training

1. Nature in the Wetland

Wetland ecology, knowledge on type of organisms living in the wetland and ecology Methods of observation and survey of wetland organisms

2. Utilization of wetland by residents, considering life and culture 3. Industrial use of wetland 4. Environmental issues in the wetland

Water quality and solid waste issues

5.4 Trainers of the Instructors

To conduct the training for the instructors mentioned above, some trainers will be required. The

trainers need not only the knowledge, but also enough experiences as the instructors of the EE

programs to teach necessary skills and attitudes which are important factors of competence for the

instructor. As the trainer, university professors and NGO members who have experiences of the

environmental education in Iran would be asked to provide instructors with training course. In

addition, trainer from outside country may also be required to implement some programs which

need further advanced competence of the instructors in future.


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Chapter 6 Facilities and Equipment

7.1 Facilities

There are small-scale facilities such as bird watching tower, bird hide, wooden trail, sign boards, etc.

in Selkeh. These facilities are very useful for not only Environmental Education but also

Ecotourism. Continuous maintenance activities of them are also needed. Maintenance Plan of

facilities is described in “the Action Plan of Anzali Wetland Ecotourism”.

7.2 Equipment

In order to conduct Environmental Education programs effectively through experiences in the field,

various equipment are needed in the Environmental Education Center. The list of necessary

equipment in the Environmental Education Center is presented in Table 6.1.

Continuous maintenance activities of them are also needed. In addition to the maintenance activities,

full replacement and renewal of the facility will also be required for certain interval of years and

based on conditions of the facilities.

Table 6.1 List of Necessary Equipment

Item Quantity Remarks(1) Whiteboard and markers 1 or Blackboard & chalks(2) Binoculars 1 for bird watching in the field(3) Telescopes and Tripods 2 for bird watching in the field

(4) Computer

1

for preparation of materials and showing audio & visual material

(5) Printer with scanner 1 for printing lecture material (6) PC Projector and screen

1

for showing presentation material and audio & visual material

(7) TV & DVD player 1 for showing audio & visual material (8) Educational materials 1,000 for lecture(9) Area map 1 for showing location of the Anzali Wetland (10) Encyclopedias or Picture Book 2 for reference (birds, fish, plant, other wildlife) (11) Bookshelf 1(12) Desk or table, and chair 1 for lecturer

(13) Drinking water server 1 for refreshment(14) Air conditioner 1 Heater and cooler(15) Curtain for windows - for all windows

7.2 Requirements

The Environmental Education Center should enhance the ability to introduce the nature of Anzali

Wetland like a small visitor center. Thus, various equipment such as specimens of wildlife and

explanation panels on the environment of the Anzali Wetland are required.


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Chapter 7 Guidelines on the Environmental Education by Using the Anzali Wetland Education Center

7.1 Definition of Guidelines

The Guidelines on the Environmental Education by Using the Anzali Wetland Environmental

Education Center are formulated so as to conserve natural environments and to promote

Environmental Education Activities by using the Anzali Wetland Environmental Education Center.

Guidelines are defined as follows.

The Guidelines of Environmental Education are

‘Concrete agreement for promotion of the Environmental Education by using the Anzali Wetland

Education Center in order to conserve the natural environment in/around the Anzali Wetland.’

7.2 Guidelines

The Guidelines for DOE Guilan, Education Organization and NGO are described as follows.

(1) Guideline on DOE Guilan

a.Goal

DOE Guilan plays strong leadership for the development of environmental education to students

and local people around the Anzali Wetland.

b.Guideline

1. Conduct Environmental Education Programs for students and local people continuously

2. Provide Environmental Education materials to students and local people

3. Cooperate with the NGOs which promote the Environmental Education and open up the

Environmental Education Center to them

4. Maintain the Environmental Education Center appropriately

5. Prepare appropriate budget every year for the Environmental Education

(2) Guideline on Education Organization

a.Goal

Education Organization plays leadership for the promotion of environmental education to

students around the Anzali Wetland.

b.Guideline

1. Promote Environmental Education for students continuously

2. Train teachers to learn about the Anzali Wetland in cooperation with DOE

3. Cooperate with the NGOs which promote the Environmental Education

4. Prepare appropriate budget every year for the Environmental Education


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(3) Guideline on NGOs

a.Goal

NGOs provide and support Environmental Education for students and local people around the

Anzali Wetland

b.Guideline

1. Conduct Environmental Education Activities for students and local people

2. Conduct Environmental Education Programs for students and local people in cooperation with

DOE if necessary

3. Provide information to DOE in order to promote Environmental Education effectively

7.3 Implementation of Guidelines

The Guidelines for DOE Guilan, Education Organization, schools and NGOs started to be

implemented in 2012.


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Chapter 8 Implementation Plan

8.1 Overall implementation Schedule

The Environmental Education programs are divided into three categories according to the required

technical level of the instructors for the programs. The programs under both categories 1 and 2 will

be started during the JICA Anzali Wetland Ecological Management Project. Necessary lectures for

the instructors and trial activities will be conducted for both categories of the programs in

2011-2012 respectively. The programs should be implemented continuously for the students around

the Anzali Wetland after the project.

The Environmental Education programs under the category 3 are require instructors with adequate

experience and skill as well as knowledge. Therefore, the target year is set as 2013. Until 2013, the

instructor(s) should conduct other categories of the EE program and take some instructor's training

mentioned in the previous section.

Table 8.1 Classification of the Programs based on Difficulty for Implementation

Category 1 (immediate implementation 1)

Category 2 (immediate implementation 2)

Category 3 (Target year: 2014)

Program 1 Program 2

Program 3 Program 4 Program 5

Program 6 Program 7

Note: "Target year" means the year where the program can appropriately be implemented with necessary conditions such as necessary number of adequate instructors.

Target period of necessary items for each category of the programs such as instructors’ training,

preparation of facility and equipment, to be able to implement the programs are shown in the table.

Figure 8.1 Implementation Time Schedule by Category of the Program

2008 2009 2010 2011 2012 2013 2014 2015[Category 1&2 Program]

(1)Preparation of materials/equipment

(2) Instructor's training

(3) Trial implementation

(4) Acrual implementation

[Category 3 Program]

(1)Preparation ofmaterials/equipment

(2) Instructor's training

(3) Trial implementation

(4) Actual implementation

:Preparatory work :Continuous work :Continuous implementation of the program


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8.2 Roles and Responsibilities of Relevant Organizations

(1) Administrator of the center

DOE has principal responsibility for the whole Environmental Education activities in the

Environmental Education Center of the Anzali Wetland through supervision and coordination.

(2) Cooperators of the center

Designated NGOs that are also in charge of instructing Environmental Education programs will be

considered as cooperators of the center. However, the NGOs will basically work in the center when

the Environmental Education programs are conducted and sometimes before the implementation for

preparation work. Since the NGOs will not work in the center continuously, caretaking of DOE

guard station will be required.

(3) Instructors for Environmental Education Programs

Trained NGO staff are expected to be the instructor of the Environmental Education programs under

supervision of DOE.

8.3 Implementation Arrangement of the Programs

(1) Part of the curriculum in School and University

The Environmental Education programs are expected to be a part of the school curriculum or

extracurricular (after-school) activities in the school and university to secure regular implementation

of the programs in coordination with Education Organization and each university. The expenses for

the Environmental Education programs would be paid by the participants same as the other existing

extracurricular activities in the school.

(2) Voluntary Participation Program

Voluntary participation programs for the Environmental Education by using the environmental

education center are conducted for the public, which means that ages and types of the participants

are varied such as family and ecotourism group. The voluntary participation program will be

basically conducted on the weekends and holidays. Annual schedule of the programs should be

disseminated to the public in the beginning of each year. Based on the schedule, the program would

be conducted upon reservation in advance. The expenses for the Environmental Education programs

should be paid by the participants.

8.4 Requirements

(1) Institutional Requirements

The institution is necessary for the effective environmental education. The institution for the

environmental education will be examined in the next stage of the Project.

(2) New Additional Facilities and Equipment Required

The Environmental Education Center should enhance the ability to introduce the nature of Anzali

Wetland like a small visitor center. Thus various equipment such as specimens of wildlife and

explanation panels of the environment of the Anzali Wetland are required.


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(3) List of Necessary Annual Costs during the Period of the Action Plan

The expenses for the Environmental Education programs would be basically paid by the participants.

DOE have to expend for maintenance and replacement works of the Environmental Education

center and its equipment. In addition, the cost for developing and printing Environmental Education

materials should be borne as well. List of necessary annual cost during the period of the action plan

will be examined in the next stage of the Project.

action plan for environmental education by using the...

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